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Previous Week Topic |
January 08 |
New Year More... |
31-12-2007 |
The New Year is an event that happens when a culture celebrates the end of one year and the beginning of the next year. Cultures that measure yearly calendars all have New Year celebrations. The most common modern dates of celebration are listed below, ordered and grouped by their appearance relative to the conventional Western calendar. January- 1 January: The first official day of the year in the Gregorian calendar used by most countries.
- In the Eastern Orthodox Church, the civil New Year falls on 14 January (1 January in the Julian Calendar). Many in the countries where Eastern Orthodoxy predominates celebrate both the Gregorian and Julian New Year holidays, with the Gregorian day celebrated as a civic holiday, and the Julian date as the "Old New Year", a religious holiday. The Church's own liturgical calendar begins on September 1, thereby proceeding annually from the celebration of Jesus' birth in the winter (Christmas). through his death and resurrection in the spring (Pascha / Easter), to his Ascension in the summer, and the assumption of his mother (Dormition of the Theotokos / Virgin Mary) in the fall.
- Note: Eight of the twelve biggest Eastern Orthodox Churches have adopted the Revised Julian calendar administratively and the civic and religious holidays match. The orthodox population of Bulgaria, Cyprus, Egypt, Greece, Poland, Romania, Syria and Turkey celebrate the New Year on January 1. The orthodox churches of Georgia, Jerusalem, Russia and Serbia still use the Julian Calendar.
- The Chinese New Year, also known as the Lunar New Year, occurs every year on the new moon of the first lunar month, about four to eight weeks before spring (Lichun). The exact date can fall anytime between 21 January and 21 February (inclusive) of the Gregorian Calendar. Because the lunisolar Chinese calendar is astronomically defined, unlike the Gregorian Calendar, the drift of the seasons will change the range. Each year is symbolized by one of 12 animals and one of five elements, with the combinations of animals and elements (or stems) cycling every 60 years. It is the most important Chinese holiday of the year.
- The Vietnamese New Year is the Tết Nguyên Đán which is for most times the same day as the Chinese New Year.
- The Tibetan New Year is Losar and falls from January through March.
March- Hola Mohalla, New Year's Day in the Sikh Nanakshahi calendar is on March 14.
- The Iranian New Year, called Norouz, is the day containing the exact moment of the vernal equinox, commencing the start of the spring season. In 2007 this falls on 20 March.
- The Zoroastrian New Year coincides with the Iranian New Year of Norouz. It is celebrated by the Parsis in India and by Zoroastrians and Persians across the world.
- In the Bahá'í calendar, the new year occurs on the vernal equinox on 21 March, and is called Naw-Rúz.
- In the Saka Calendar (Balinese-Javanese Calendar) the celebration of new year falls on 30rd of March in this year. the celebration gather of Nyepi, Balinese Hindu holiday.
- The Telugu New Year generally falls in the months of March or April. The people of Andhra Pradesh, India celebrate the advent of Lunar year this day. This day is celebrated across entire Andhra Pradesh as UGADI(Meaning the Start of a new Year.).The first month is Chaitra Masam. Masam means month.
- Gudi Padwa is celebrated as the first day of the Hindu year by the people of Maharashtra, India. This day falls in March or April and coincides with Ugadi. (see: Deccan)
- The Kannada New Year or Ugadi is celebrated by the people of Karnataka, India as the beginning of a new year according to the Hindu Calendar. The first month of the new Year is Chaitra.
- Sindhi festival of Cheti Chand is celebrated on the same day as Ugadi/Gudi Padwa to mark the celebration of the Sindhi New Year.
April- The Assyrian New Year, called Rish Nissanu, occurs on 1 April
- The Punjabi new year Vaisakhi is celebrated on 13 April and celebrates the harvest.
- The Nepali new year is celebrated in spring, on the first day of the lunar month Baisakh. In the English calender, it usually falls between 12 - 15 April.
- The Thai and Lao New Year are celebrated from 13 April to 15 April by splashing water.
- The Cambodian New Year and Lao New Year are celebrated from 13 April to 15 April.
- The Bengali New Year Pohela Baisakh is celebrated on 14 April or 15 April in a festive manner in both Bangladesh and West Bengal, India.
- The Sinhalese New Year falls In April (the month of Bak) when the sun moves from the Meena Rashiya (House of Pisces) to the Mesha Rashiya (House of Aries) Sri Lankans begin celebrating their National New Year "Aluth Avurudhu" in Sinhala and "Puththandu (புத்தாண்டு)" in Tamil. However, unlike the usual practice where the new year begins at midnight, the National New Year begins at the time determined by the astrologers. Not only the beginning of the new year but the conclusion of the old year is also specified by the astrologers. And unlike the customary ending and beginning of new year, there is a period of a few hours in between the conclusion of the Old Year and the commencement of the New Year , which is called the "nona gathe" (neutral period). During this time one is expected to keep off from all types of work and engage solely in religious activities.
- In India, the Tamil New Year and Vishu are celebrated on the same day respectively in the Southern Indian states of Tamil Nadu and Kerala. They generally fall on 13 April or 14 April. The first month of the Tamil New Year is called Chithrai. Every year in the month of Chithrai (சித்திரை), in the temple city of Madurai, the Chithrai Thiruvizha is celebrated in the Meenakshi Temple. A huge exhibition is also held, called Chithrai Porutkaatchi. In some parts of Southern Tamil Nadu, it is also called Chithrai Vishu. The day is marked with a feast in Hindu homes and the entrance to the houses are decorated elaborately with kolams. Also in Karnataka New Year is celebrated in April in the name of festival called Ugadi. The tradition is to prepare a food called BevuBella which contains Neem extracts(leaves/flowers/buds) and Jaggery. This food depicts life which is always a combination of bitter and sweet.
Northern fall- Rosh Hashanah (Hebrew for 'head of the year') is a holiday commemorating the culmination of the seven days of Creation, and marking God's yearly renewal of His world. The day has elements of festivity and introspection, as God is traditionally believed to be assessing His creation and determining the fate of all men and creatures for the coming year.
- In the Coptic Orthodox Church, the New Year, called Neyrouz, coincides with 11 September in the Gregorian calendar between 1900 and 2099, with the exception of the year before Gregorian leap years, when Neyrouz occurs on 12 September). The Coptic year 1723 began in September 2005. The Ethiopian Orthodox New Year, called Enkutatash, falls on the same date as Neyrouz; the Ethiopian calendar year 1999 thus began on September 11, 2006.
- The Marwari New Year is celebrated on the day of the festival of Diwali
- The Gujarati New Year is usually celebrated the day after the festival of Diwali (which occurs in mid-fall - either October or November, depending on the Lunar calendar). The Gujarati New Year is synonymous with sud ekam of the Kartik month - the first day of the first month of Gujarati lunar calendar. Most other Hindus celebrate the New Year in early spring, but the Gujarati farming community celebrates the New Year after Diwali to mark the beginning of a new fiscal year.
- Some neo-pagans celebrate Samhain (a festival of the ancient Celts, held around November 1) as a new year's day representing the new cycle of the Wheel of the Year, although they do not use a different calendar that starts on this day.
Variable- The Islamic New Year occurs on 1 Muharram. Since the Muslim calendar is based on 12 lunar months amounting to about 354 days, the Gregorian date of this is about eleven days earlier each year. 2008 will see two Muslim New Years.
- The Thelemic new year is usually celebrated with an invocation to Ra-Hoor-Khuit, commemorating the beginning of the New Aeon in 1904. It also marks the start of the twenty two day Thelemic holy season.
Historical dates for the new yearThe ancient Roman calendar had only ten months and started the year on 1 March, which is still reflected in the names of some months which derive from Latin: September (seventh), October (eighth), November (ninth), December (tenth). Around 713 BC the months of January and February were added to the year, traditionally by the second king, Numa Pompilius, along with the leap month Intercalaris. The year used in dates was the consular year, which began on the day when consuls first entered office — fixed by law at 15 March in 222 BC[1], but this event was moved to 1 January in 153 BC. In 45 BC, Julius Caesar introduced the Julian calendar, dropping Intercalaris; however, 1 January continued to be the first day of the new year. In the Middle Ages in Europe a number of significant feast days in the ecclesiastical calendar of the Roman Catholic Church came to be used as the beginning of the Julian year: - In Christmas Style dating the new year started on 25 December. This was used in Germany and England until the thirteenth century, and in Spain from the fourteenth to the sixteenth century.
- In Annunciation Style dating the new year started on 25 March, the feast of the Annunciation. This was used in many parts of Europe in the Middle Ages, and was the style introduced by Dionysius Exiguus in AD 525. Annunciation Style continued to be used in the Kingdom of Great Britain until January 1, 1752, except Scotland which changed to Circumcision Style dating on 1 January 1600. The rest of Great Britain changed to Circumcision Style on the 1 January preceding the conversion in Great Britain from the Julian calendar to the Gregorian calendar on 3/14 September 1752. The UK tax year still starts on 6 April which is 25 March + 12 days, eleven for the conversion from the Julian to the Gregorian calendar plus a dropped leap day in 1900.
- In Easter Style dating, the new year started on Easter Saturday (or sometimes on Good Friday). This was used in France from the eleventh to the sixteenth century. A disadvantage of this system was that because Easter was a movable feast the same date could occur twice in a year; the two occurrences were distinguished as "before Easter" and "after Easter".
- In Circumcision Style dating, the new year started on 1 January, the Feast of the Circumcision (of Jesus).
Adoption of 1 January as New YearIt took quite a long time before the adoption of the 1st of January as the start of the year became widespread. The years of adoption are as follows - - 1522 Venice
- 1544 Holy Roman Empire. The area covered included Germany, Austria and their future territories.
- 1556 Spain, Portugal, Roman Catholic (southern) Netherlands. This extended to all Spanish and Portuguese territories and outposts in the Americas and around the world.
- 1559 Prussia, Denmark, Sweden
- 1564 France. The dating applied to all subsequently acquired French territories.
- 1579 Lorraine
- 1583 Protestant (northern) Netherlands
- 1600 Scotland
- 1725 Russia, and its future territories.
- 1721 Tuscany
- 1752 Britain and its colonies. This included the east coast of what would become the United States and Canada. Also as each part of the world came within the sway of English law, the English style dates applied. Over time that would include large swathes of Africa, India, Malaysia, Singapore, Australia, New Zealand, etc.
When the Gregorian calendar started to be adopted, at different times in different countries, after 1582, the new year's day was again unaligned, with the countries still using the Julian calendar being 10 days behind those that adopted the Gregorian calendar. The discrepancy increased to 11 days in 1700, 12 days in 1800, and 13 days in 1900 (see Gregorian calendar article section on the difference between Gregorian and Julian calendar dates). The ancient Roman New Year of 1 March was used in the Republic of Venice until its destruction in 1797, and in Russia from 988 until 1492 (AM 7000). 1 September was used in Russia from 1492 until the adoption of the Christian era in 1700 via a December 1699 decree of Tsar Peter I (previously, Russia had counted years since the creation of the world—Anno Mundi). Since the 17th century, the Roman Catholic ecclesiastic year has started on the first day of Advent, the Sunday nearest to St. Andrew's Day (30 November). Autumnal equinox day (usually 22 September) was "New Year's Day" in the French Republican Calendar, which was in use from 1793 to 1805. This was primidi Vendemière, the first day of the first month. Time ZonesBecause of the division of the globe into time zones, the new year moves progressively around the globe as the start of the day users in the New Year. The first time zone to usher in the New Year is just west of the International Date Line. At that time the time zone to the east of the Date Line is 23 hours behind, still in the previous day. The residents on the central Pacific Ocean island of Kiritimati (Christmas Island), the eastern-most island in the island nation of Kiribati claim to be the first to usher in the New Year. |
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Streamlining higher education More... |
07-01-2008 |
| With government institutions of higher learning not being able to meet the demands of a growing number of aspirants to higher education, should private participation, albeit with certain safeguards and riders, be allowed to a greater degree? Maybe, yes. | | It is believed that if the current enrolment in our colleges and universities of 7-8 per cent of youth in the age group of 18-23 years has to be increased to the desired level of 15 per cent by 2015, we need to increase the number of colleges by thousands and that of universities by hundreds. The Chinese seem to be thinking of expanding their higher education system on an unprecedented scale with adequate financial resources for top class infrastructure, especially for undergraduate education. What do we have to do to sustain a massive higher education network? Spending on education has not exceeded 3 per cent of our GDP in the foregone Plan periods although the target was about 6 per cent. As suggested by the National Knowledge Commission and as endorsed by the Planning Commission, there is an imperative need to augment budgetary allocation for education to nearly 6 per cent of GDP during the XI Plan period. Even if the Governments are able to accomplish this seemingly difficult task, given the fact that a large proportion of this money has to be diverted for improving primary and secondary education, what will be left for supporting higher education is anybody's guess. Central assistance even if increased, will be largely utilised by the existing and future establishments like central universities, IIMs, IITs and IIScs, leaving others, as usual, being starved of funds. Do our State governments have the resources to ameliorate the appaling conditions of our colleges and universities? There exists a popular, if not pragmatic, theory that the Centre-State government co-operation is obliged to make higher education both accessible and affordable to all (regardless of class or caste) those who desire it. It is held that the fees charged by aided institutions should not exceed 20 per cent of the operative cost. It is further argued that not only should the number of admissions be increased but also the number of higher education centres should be expanded substantially to help weaker sections and OBCs gain access to specialised training. The objective sounds reasonable and justifiable but the modus operandi was seldom explained satisfactorily nor adequate resource mobilisation addressed vigorously. Similarly, how high quality of teaching and research could be nourished without excellent infrastructure and faculty has remained unanswered. |
In many areas of our operation, planning is good but execution is poor. Management of higher education is no exception to this syndrome. World class higher education (we cannot settle for anything less in the present competitive world looking for competent people) calls for massive capital investments and high running costs. First and foremost, we need to educate the stakeholders on these issues and tell them clearly to what extent, as a policy decision, the Central and State Governments put together could subsidise. People should be taught to pay for good services (higher education is indeed included in the service sector) and to accept the reality that any expenditure on the part of citizens should be treated as a wise investment with the promise of rich dividends in future. Liberal loans Instead of the populist approach of rendering higher education cheap, the Governments should introduce liberal loan and scholarship schemes to help talented but economically poor students. A review of the existing loan schemes of the Nationalized banks is a must to verify whether these public financial institutions support only the traditional professional courses or have identified a host of new ones in emerging areas of science, technology, management, health care, tourism, hospitality, animation and so on. It is very pertinent to mention in this context that if the present loan and scholarship schemes are found faulty or inadequate, a separate new system, say, Higher Education Development Corporation / Bank with a nation-wide network could be established. The modalities of functioning of such an organisation, including mobilising deposits from NRIs and Corporate Bodies on a low rate of interest, could be worked out by an expert committee of financial wizards, industrial magnates and eminent academic administrators. When there are so many Corporations and Boards for meeting societal needs such as housing, infrastructure, roads, power, forests and environment, the case for a similar set up for higher education is certainly not out of place. With respect to higher education, the Governments should act as facilitators to help those who wish to help themselves. In the current scenario, the potential for earning by the competent graduates and postgraduates is high. In a progressive economy, the beneficiaries should be partners of the State is sustaining top quality higher and professional education. Motivating people to believe in paying (despite several constraints) for good education, at least through loans and scholarships is a crucial step in extending higher education to larger segments of society. The controversy There has been a lot of controversy and confusion on private initiatives in higher education. Those who are opposed to the practice, contend that privatisation leads to mere commercialisation wherein the profit motive outweighs social concerns of accessibility and equity. However, in our country, we have seen private participation in higher education (e.g. establishment of a good number of science and technology schools by the Tatas and Birlas) even prior to independence. In those days, a part of the profit earned by the industries used to be earmarked to maintain educational institutions, temples, planetaria, community centres, etc. The trustees of these bodies were good custodians of money and used to spend/ invest it wisely. Therefore, the concept of private sector playing an important role in promoting higher education is not something new. We also have people who vociferously argue that our youngsters need high quality education, and 'who provides it' is a secondary question. These votaries maintain that in every sphere of activity, people around the world pay for services, the extent of the payment being dependent on the nature of service desired. Ours is a free country, and the people have a right to choose from the available avenues. Hence, it is argued that there is nothing wrong in private institutions (either at the primary or secondary or higher education level) charging fees that appear exhorbitant. It is relevant to note that running a good institution without much Government support either for recurring or non-recurring expenditure is a great challenge demanding considerable effort and planning. The role of the private sector in higher education is not something unique in India. Some of the best centres of higher learning in the world such as Harvard and Stanford Universities in the US are privately managed. Of course, they are eligible for government support in terms of various schemes and research projects on a competitive basis. The author is aware that it is difficult to draw parallelism for, the civil society and the per capita income in USA are different from those of India. If Government institutions are not able to meet the demands of people for quality education in relevant and emerging areas, what are the options? How to find an amicable solution for the Governments' limitations on the one hand and the so-called exploitation by the private operators on the other? Autonomy One tangible and meaningful approach is to increase the spending on education including higher education significantly keeping in view the importance of empowering young people (approximately more than 55 per cent of our population at present) in nation building. Even if this is achieved by some means, as mentioned earlier, it may not be possible to meet the aspirations of millions of students (about 11 million with three million fresh admissions) who would like to study in our colleges and universities. Under these compelling circumstances, it is wise to allow private participation with certain safeguards and riders. For instance, the practical approach could be to allow a reasonable period of five years for a private institution of higher learning to metamorphose. Thereafter, every such centre shall have to submit itself to academic audit by way of accreditation. One hundred per cent autonomy should be given to nascent institutions and the archaic system of affiliation should be totally dispensed with. The next step is to bring such institutions under a facilitating mechanism wherein they are obliged to provide a fixed proportion of admissions to socially and economically backward students to ensure equity, accessibility and affordability. Of course, the parameters for social and economic backwardness must be well defined as is currently argued in the Supreme Court. To partially compensate for the loss of income because of differential fee structure, private institutions should be encouraged to submit proposals for Central-State grants through non-plan schemes on competitive basis. In any case, a viable approach must be devised wherein private operators including NRIs are encouraged to build institutions of excellence. Their social obligation should percolate as a consequence of accured resources and not as a result of too much control and policing. We certainly do not wish to revert to the Licence Raj. |
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PONGAL CELEBRATION More... |
14-01-2008 |
Thai Pongal (Tamil: தைப்பொங்கல்) is a harvest festival equivalent to a thanksgiving event celebrated by Tamils across the world. Pongal in Tamil means "boiling over or spill over." The act of boiling over of milk in the clay pot is considered to denote future prosperity for the family. Traditionally celebrated at harvest time, it is a celebration of the prosperity associated with the harvest by thanking the rain, sun and the farm animals that have helped in the harvest. Pongal is celebrated by the Indian state of Tamil Nadu as well as Tamils worldwide, including those in Sri Lanka, Malaysia, Mauritius, South Africa, USA, Canada and Singapore. The festival is at least 1000 years old although some believe that the festival is more than 2000 years old. As per epigraphic evidence, it used to be celebrated as Puthiyeedu during Medieval Chola empire days. It is thought that Puthiyeedu meant the first harvest of the year. [1][2][3] People of all relegions celebrate the pongal festival.[4] CelebrationTamils refer to Pongal as "Tamizhar Thirunal" (meaning "the festival of Tamils"). This festival originated in Tamil Nadu. The saying "Thai Pirandhal Vazhi Pirakkum" (தை பிறந்தால் வழி பிறக்கும்) meaning "the birth of the month of Thai will pave the way for new opportunities" often is quoted regarding the Pongal festival.[3] Usually, the festival takes place January 12 — 15 (on the Gregorian calendar). The festival is celebrated four days from the last day of the Tamil month Maargazhi (December — January) to the third day of Thai (January — February).The first day, Bhogi, is celebrated by throwing away and destroying old clothes and materials, by setting them on fire, marking the end of the old Thai and the emergence of the new Thai. The second day, Pongal, is the main day, falling on the first day of the Tamil month Thai (January 14 — 15). Also known as Sarkarai Pongal or Veetu Pongal, it is celebrated by boiling rice with fresh milk and jaggery in new pots, which are later topped with brown sugar, cashew nuts and raisins early in the morning and allowing it to boil over the vessel. This tradition gives Pongal its name.[3] Kolam decorations in front of house during Thai Pongal The moment the rice boils over and bubbles out of the vessel, the tradition is to shout of "Ponggalo Ponggal!" and blowing the sangu (a conch), a custom practiced during the festival to announce it was going to be a year blessed with good tidings. For Tamils, it is considered a good sign to watch it boil over, since it means that good luck and prosperity is forthcoming. ThenNew boiled rice is offered to the Nature during sunrise, a gesture which symbolises thanks to the sun and nature for providing prosperity. It is later served to the people present in the house for the ceremony. People also prepare savories and sweets such as vadai, murrukku, payasam and visit each other and exchange greetings. The third day, Maattu Pongal, is for offering thanks to cattle, as they help farmer in different ways for agriculture. On this day the cattle are decorated with paint, flowers and bells. They are allowed to roam free and fed sweet rice and sugar cane. Some people decorate the horns with gold or other metalic covers. In some places, Jallikattu, or taming the wild bull contest, is the main event of this day and this is mostly seen in the villages. During the final day, Kaanum Pongal (the word kaanum means "to view") people visit beaches and theme parks. They also chew sugar cane and decorate their houses with kolam. This day is a day to thank relatives and friends for their support in the harvest.[5][3].Although it started as a farmers festival, today it has become a national festival for all Tamils irrespective of their origins, caste or even religion. It is as popular in urban areas as is in rural areas. Similar festivalsThe astronomical significance of the festival is that it marks the beginning of Uttarayana, the sun's movement northward for a six-month period. Makara Sankranthi refers to the event of the sun entering the zodiac sign of Makara (Capricorn). While Pongal is predominantly a Tamil festival, similar festivals are also celebrated in several other Indian States under different names. In Andhra Pradesh, Kerala, and Karnataka, the harvest festival Sankranthi is celebrated. In northern India, it is called Makara Sankranti. In Maharashtra and Gujarat, it is celebrated on the date of the annual kite flying day, Uttarayan. It also coincides with the bonfire and harvest festival in Punjab and Haryana, known as Lohri. Similar harvest festivals in the same time frame are also celebrated by farmers in in Burma, Cambodia, and Korea. |
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REPUBLIC DAY (INDIA) More... |
21-01-2008 |
The Republic Day of India is a national holiday of India to mark the transition of India from a British Dominion to a republic on January 26, 1950 and the adoption of the Constitution of India. It is one of the three national holidays in India. This is not to be confused with the Independence Day on August 15th. HistoryAlthough India obtained its independence on August 15, 1947, the Constitution of India came into effect only on January 26, 1950. During the transition period from 1947 to 1950, King George VI was the head of state. C. Rajagopalachari served as the Governor-General of India during this period. Following January 26, 1950, Rajendra Prasad was elected as the president of India. CelebrationsTo mark the importance of this occasion, every year a grand parade is held in the capital, New Delhi, from the Raisina Hill near the Rashtrapati Bhavan (President's Palace), along the Rajpath, past India Gate and on to the historic Red Fort. The different regiments of the Army, the Navy and the Air Force march past in all their finery and official decorations. The President of India who is the Commander-in-Chief of the Indian Armed Forces, takes the salute. The parade also includes vibrant displays and floats and traditionally ends with a flypast by Indian Air Force jets. Celebrations, though on a much smaller scale, are also held in state capitals, where the governor of the state unfurls the national flag. If the Governor of the state is unwell, or is unavailable for some reason, the Chief Minister of the state assumes the honor of unfurling the National Flag of India. India celebrates January 26 each year as Republic Day. But we, the people of India settled in India or anywhere in the world salute the Republic of India with our both hands. This day marks more than merely a ritual. In every sense it goes beyond massive celebrations that are witnessed across the India. These are the visible demonstrations of joy, happiness and strength by a proud great independent republic. Indians had long been agitating for independence from Britain. But following the landslide victory of Britain's Labour Party in July 1945, the then Prime Minister, Clement Attlee, urged an end to our long struggle for independence. He wanted the Indians to establish a political assembly that would create for the people of India a constitution of their own making. The stated goal of the constitution team which was headed by Dr Rajindra Prasad was: "to secure for all" of India's citizens "social, economic and political" justice; to establish "liberty of thought, expression, belief, faith and worship; to establish "equality of status and opportunity;" and to promote among all citizens a "fraternity assuring the dignity of the individual and the unity of the Nation." Once we achieved our freedom this day now reflects the journey of India from a colonized country to an independent republic as India became formally independent from the United Kingdom on August 15, 1947, however, the country remained a Commonwealth realm, and continued in a personal union relationship with the other countries who each regarded the same person as their monarch and Head of State. The Monarch of India was represented by the Governor-General of India, appointed by the Monarch of the United Kingdom upon the advice of the Prime Minister of India, instead of the British government, till India's parliament worked through the creation of its own constitution which was passed by the Constituent Assembly on November 26, 19 49 and then the Constitution was formally adopted on January 26, 1950. On this day when the constitution took effect, the Governor General was replaced by an elected president, with Dr. Rajendra Prasad serving as the first President of India. The move ended India's status as a Commonwealth realm, but the republic remained in the Commonwealth of Nations. But our Pandit Jawaharlal Nehru, the first Prime Minister of Independent India argued that a nation should be allowed to stay in the Commonwealth simply by observing the British monarch as "Head of the Commonwealth" but not necessarily head of state. This was a ground-breaking decision that would set a precedent in the second half of the twentieth century for many other former British colonies to remain in the Commonwealth after becoming newly-independent republics. India was then a federated nation and a union of states. More than 275 principalities had to be merged into new states and after merging these princely states, India became a truly sovereign state. On this day, 26th Jan a date of symbolic importance as it was on January 26, 1930, that the Congress Party had first issued the call for complete independence from Britain. Thus 26th January is one of the most important days in the Indian history. Indeed our past glory has come back after we gained independence and India has once again become a land of hope and immense possibilities, as we have risen like the phoenix, the symbol of death and resurrection, showing our civilized strength and a will to prove our Bhagavad Gita’s message -- that wherever there is dharma (righteousness), there is victory -- true. The story of India's recent progress is a saga of peoples' power, determination and a will to move ahead as enshrined in our constitution a constitution, which perhaps is the longest written document of any independent nation in the world. Republic Day, January 26, is celebrated most grandly in New Delhi, where symbols of the great nation's military might and cultural wealth are displayed in what must be world's most impressive parade. All Government buildings are dramatically illuminated lending the business like city the atmosphere of a fairyland. This Day is celebrated with zeal and pride all over the country. To honour the occasion, a grand parade is held in the National Capital New Delhi. Different regiments of the Army, the Navy and the Air Force, march from the Rashtrapati Bhavan, along the Rajpath New Delhi’s broad parade avenue and reach the India Gate and then move towards old Delhi. However the beginning of this day is always a solemn reminder of the sacrifice of the martyrs who died for the country in the freedom movement and the succeeding wars for the defence of sovereignty of our country. The Prime Minster of India and three chiefs of Army, Navy and Air force salute these brave persons at India Gate (Amar Jyoti) a memorial arch honouring members of the Indian armies before the start of the parade. Patriotic fervour national pride and ardent devotion fills the heart of every Indian with these emotions. President of India, who is the Commander-in-Chief of the Indian Armed Forces, takes the salute at the grand parade and later awards the medals of bravery to the people from the armed forces for their exceptional courage in the field and also the civilians, who have distinguished themselves by their different acts of valour in different situations. The richly caparisoned elephants proceed down the Rajpath, bearing musicians as well as citizens being honoured for personal courage. The patriotic fervour of the people on this day brings the whole country together. Every part of the country is represented in occasion as the parade is followed by spectacular displays from the different states of the country. These moving exhibits depict scenes of activities of people in those states and the music and songs of that particular state accompany each display. Each display brings out the diversity and richness of the culture of India and the whole show lends a festive air to the occasion. N.C.C cadets, selected from all over the country consider it an honour to participate in this event, as do the school children from various schools in the capital. They spend many days preparing for the event and practice for the drills, the essential props and their uniforms. Over half a million people, young and old, throng the parade ground very early in the morning and take vantage points along the path that follows the parade some carrying with them the national flags. The orange, white and green Indian flag flies all along the route. The parade and the ensuing pageantry are telecasted live and are watched by millions of viewers in every corner of the country and the world over. Dignitaries from various foreign embassies/ commissions in India are invited to witness this day who eagerly participate in full strength as each state depicts its unique festivals, historical locations and art forms. The displays from all the states are meant to promote the feelings of brotherhood, harmony and unity among the citizens. The festivities also include colourful performances by school children from across the Country. The most eagerly awaited part of the Republic Day parade is the spectacular fly past, put on by the Indian Air Force. Roaring past the dais, the Indian Air Force planes symbolically salute the President. Republic Day is celebrated with the same ardour and passion throughout the country in the state capitals as well, where the governor of the state unfurls the national flag. The annual Beating of the Retreat ceremony ending the Republic Day celebrations start in the evening on 29th when ranks of Indian bagpipers march in procession and noble Bikaner Camel Corps stands at attention on the ramparts, silhouetted against the setting sun. The patriotic fervour of the people on this day brings the whole country together even in her essential diversity a every part of the country is represented in occasion, which makes the Republic Day the most popular of all the national holidays of India. It is definitely a matter of pride and honour for all of us that we are free, not chained by anyone. The world is now equally amazed at the gradual emergence of India as an economic super power. The country has done it despite numerous problems. It has a huge population. Moreover, it is an intensely multi-ethnic and multi-religious society with divisions and sub-divisions down the line. The unity of our nation is not based on any monolithic idea but on our age-old tradition of tolerance which is at once a pragmatic concept of living together and a philosophic concept of finding truth and goodness in every religion. Jai Hind Kanayalal Raina Brampton, Canada Republic Day Parade An Agni-II intermediate range ballistic missile displayed at the Republic Day Parade in 2004. The Republic Day Parade is an annual military and cultural parade held in the Indian Capital of New Delhi on 26 January, the Republic Day of India. Republic Day is celebrated with the hoisting of the national flag, and parades by the armed forces and school children all over the country. The largest, and most important, of these parades takes place in New Delhi, and the phrase "Republic Day Parade" generally refers to the parade in New Delhi. Before the parade starts, the Prime Minister of India lays a wreath at the Amar Jawan Jyoti at India Gate, commemorating all the soldiers who sacrificed their lives for the country. The President, who is also the Supreme Commander of the Armed Forces, then arrives in his motorcade, escorted by his bodyguards. The President is accompanied by a notable foreign Head of State - who is the Chief Guest at the celebration. The President presides over the function. Soon afterward, a 21 gun salute is presented, the President unfurls the National Flag and the National Anthem is played. This marks the beginning of the parade. The Parade begins with winners of gallantry awards passing the President in open jeeps. Various divisions of the Armed Forces then salute the President of India. The parade also sees the Indian Military showcasing its latest acquisitions such as tanks, missiles, radars, etc. The military contingent contains representatives of all three divisions of the Armed Forces (air, sea and land). There are also massive parades of Police contingents, Home guards , Civil Defense and the National Cadet Corps. The military parade is followed by a colourful cultural parade. India's rich cultural heritage is paraded with tableaux from various states. Each state depicts its unique festivals, historical locations and art forms. The most cheered section of the parade is the children who have won National Bravery Awards. They ride past the dais on elephants. School-children from all over the country also participate in the parade. The parade also includes displays of skillful motor-cycle riding, usually by a division from one of the Armed Forces. Indian Air Force Jaguars over Rajpath The most eagerly awaited part of the parade is the fly past, put on by the Indian Air Force. The parade concludes with a Fly Past, when fighter planes of the IAF roar past the dais, symbolically saluting the President. However, the official conclusion of Republic Day festivities is much later - on the evening of January 29, i.e. three days after Republic Day. This ceremony is called Beating the Retreat. The processions starts by moving down from the Rashtrapati Bhavan through Rajpath, past the India Gate and on to Con naught Place, the heart of the city, to enter the historic Red Fort. The crowds sit on either side of the route and the VIP enclosure is on the Southern flank of Rajpath, near India Gate. |
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Back to school More... |
28-01-2008 |
Back to school | | This is another point unique to Arambh's approach - the accent is on getting children back to studies, but not out of work. A sizeable number of the 43 children that attend Shashi's centre have continued with their work. "The boys mostly work as mechanic's assistants, or in restaurants, factories, and shops. The girls work at home helping out in 'zardozi' work," she says.
"It is neither always possible nor fair to take the children out of work," explains Sahay. "Many work because the adult members of the household are sick, or there are large families to support." While on the one hand this approach has helped Arambh carry out its work of helping educate such children without antagonising parents or employers, the happy fact is that the children who had dropped out for reasons other than economic - though very few in number - have actually stopped working.
The team conducts regular follow-ups with both parents and employers. Employers are counselled against mistreating, abusing the children and overworking them. "We also insist that they call the children by their actual names, not by generic terms like 'chhotu' (little chap)," says Parveen, "This has a tremendous impact on the child's self image."
There is a regular check kept on the schools as well.
In order for children to want to go to school everyday despite all odds, it is crucial that the atmosphere is conducive. Arambh's field workers talk to the teachers, sensitise them about the background of their wards, and keep up a regular follow-up on the children admitted.
"In government schools, teachers can be very insensitive or violent, especially with poor students whose parents do not have the power or know-how to question them," says Shashi, "We play the role of parents for these children in their schools. Apart from interacting with the teachers, it also sends a powerful message that there is someone who is keeping an eye on the child. So, teachers are careful about the way they treat the child."
Today, most of the children in the five slums where Arambh centres function go to school regularly. Those who are not in school receive informal education at the centres. "At one time, these children used to mouth bad language and threaten us," recalls Parveen, "Parents would complain that their children didn't study. Now, the same parents tell us that their children study even when there is a power failure - by candlelight."
Open schools
The Arambh centres are modelled after open schools. They have a flexible schedule, and there are no fixed hours. The centres remain open from morning till evening, and the children can come and go as and when they have time. Little Rashida, for instance, goes to school in the morning, comes to the centre at noon and stays on till evening - unless there is adde ka kaam (metallic thread embroidery, also called zardozi). Then she has to stay at home after school to help her mother. "I like going to school now, because my homework is complete and my teachers do not scold me. Earlier I used to get scolded every day," she says.
Rashida's mother, Ehsaan Bi, says, "I feel good about her going to school, because she will have better prospects that way. Otherwise, like me, she would have been stuck all her life with this ill-paying embroidery."
Commendable efforts
Arambh's efforts have paid off. Hamidia School, which is located near the Bhopal railway station and where a large number of Arambh children have been enrolled, recently organised its first annual function. However, as the school had no funds for the function, Arambh activists invited the headmaster, Rajeev Dixit, to visit the community, where a meeting was arranged to find means to arrange for the money. But apart from that, he also got to see the circumstances in which the children live.
The first-hand experience was an eye opener. Dixit says, "When children drop out of school, we are not able to trace them. Arambh has helped us bring a large number of drop-outs back into the system. We are also keeping in touch with parents, which is usually not possible with children from lower income groups." rvice
| | | | Arambh, an NGO, has helped hundreds of student drop outs from the slums of Bhopal go back to their studies. | | Why do children drop out of school? Is the cause poverty or a family problem, or simply the lack of parental awareness? These reasons have been discussed and debated often enough.
However, one cause that is often not factored in is the unsuitable environment at school. After all, can you fault a girl for not being keen on attending school if the school does not have a separate toilet for girls? Says Archana Sahay, a Bhopal-based social activist who has been working in the area of child labour: "More children than we would like to believe drop out of school simply because they are not happy at school. While middle - and upper-class parents push and cajole their children to study even if they don't like it, working class parents, who do not have the requisite time, skills or economic prowess to find solutions, give up easily. Eventually, their children find their way into the workforce."
With this in mind, Sahay and her NGO, Arambh, took up the task of putting the slum children of Bhopal back into school. Ever since 2000, when the Arambh team commenced on the project, first through a United Nations Children's Fund (UNICEF) project and then in collaboration with Catholic Relief Services (CRS), a large number of slum children have taken to letters instead of tools. Between 2004 and 2007, 358 children were admitted to school.
At the Arambh multipurpose centre in Hatha Sikandarquli (a slum area), Shashi Devi, who runs the centre, is sitting at her low desk, bending over a notebook that a reserved girl of about nine years in age holds out to her.
On a rug there are about a dozen children, busy with exercise books, flipping pages of picture books, playing with toys or snipping patterns out of paper.
"We help them to do their homework here," explains Shashi. "When the children turn up at school without completing their work, they get scolded, beaten, abused and even thrown out of the classroom. But with the homework done, they do not have to suffer persecution by teachers. This is a crucial factor in keeping a child in school."
Arambh runs five centres in the city at Aishbagh, Dulichand ka Bagh, Bajaria Thana, Shaheen Nagar and Ahata Sikandar Kauli. Here, 450 children - between the age groups of eight and 16 years - come regularly to study. Of these, 230 are boys and the rest, girls.
Recalls Parveen Jahan, who runs the centre at Aishbagh, "When we started, children would come only during holidays. Gradually, we started meeting parents and communicating directly with the kids. Parents were interested, but insisted that their children 'did not have the brains', or were not interested in studies. However, over time, children started visiting the centre out of sheer curiosity. And, of course, most of them decided to stay."
Out of the 117 children who visited Parveen's centre, 31 were admitted to school in the academic year 2003-04, while 22 were admitted the following year. The centre also helped some of the older children appear for private examinations. In fact, many have also decided to pursue higher studies.
Sikandar and Munavvar, aged 12 and 13, respectively, work as mechanics' assistants. However, they make it a point to visit the centre for at least two hours a day - with the permission of their employers. Says their employer, garage owner Abdul Quadir, "Since the time I spoke to the Arambh people, I have started giving the boys two hours off to visit the centre. It was inconvenient earlier, but now I see that they are in a better mood and work harder for the rest of their working hours."
This is another point unique to Arambh's approach - the accent is on getting children back to studies, but not out of work. A sizeable number of the 43 children that attend Shashi's centre have continued with their work. "The boys mostly work as mechanic's assistants, or in restaurants, factories, and shops. The girls work at home helping out in 'zardozi' work," she says.
"It is neither always possible nor fair to take the children out of work," explains Sahay. "Many work because the adult members of the household are sick, or there are large families to support." While on the one hand this approach has helped Arambh carry out its work of helping educate such children without antagonising parents or employers, the happy fact is that the children who had dropped out for reasons other than economic - though very few in number - have actually stopped working.
The team conducts regular follow-ups with both parents and employers. Employers are counselled against mistreating, abusing the children and overworking them. "We also insist that they call the children by their actual names, not by generic terms like 'chhotu' (little chap)," says Parveen, "This has a tremendous impact on the child's self image."
There is a regular check kept on the schools as well.
In order for children to want to go to school everyday despite all odds, it is crucial that the atmosphere is conducive. Arambh's field workers talk to the teachers, sensitise them about the background of their wards, and keep up a regular follow-up on the children admitted.
"In government schools, teachers can be very insensitive or violent, especially with poor students whose parents do not have the power or know-how to question them," says Shashi, "We play the role of parents for these children in their schools. Apart from interacting with the teachers, it also sends a powerful message that there is someone who is keeping an eye on the child. So, teachers are careful about the way they treat the child."
Today, most of the children in the five slums where Arambh centres function go to school regularly. Those who are not in school receive informal education at the centres. "At one time, these children used to mouth bad language and threaten us," recalls Parveen, "Parents would complain that their children didn't study. Now, the same parents tell us that their children study even when there is a power failure - by candlelight."
Open schools
The Arambh centres are modelled after open schools. They have a flexible schedule, and there are no fixed hours. The centres remain open from morning till evening, and the children can come and go as and when they have time. Little Rashida, for instance, goes to school in the morning, comes to the centre at noon and stays on till evening - unless there is adde ka kaam (metallic thread embroidery, also called zardozi). Then she has to stay at home after school to help her mother. "I like going to school now, because my homework is complete and my teachers do not scold me. Earlier I used to get scolded every day," she says.
Rashida's mother, Ehsaan Bi, says, "I feel good about her going to school, because she will have better prospects that way. Otherwise, like me, she would have been stuck all her life with this ill-paying embroidery."
Commendable efforts
Arambh's efforts have paid off. Hamidia School, which is located near the Bhopal railway station and where a large number of Arambh children have been enrolled, recently organised its first annual function. However, as the school had no funds for the function, Arambh activists invited the headmaster, Rajeev Dixit, to visit the community, where a meeting was arranged to find means to arrange for the money. But apart from that, he also got to see the circumstances in which the children live.
The first-hand experience was an eye opener. Dixit says, "When children drop out of school, we are not able to trace them. Arambh has helped us bring a large number of drop-outs back into the system. We are also keeping in touch with parents, which is usually not possible with children from lower income groups." |
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